Hi, I’m Matthew. When I was studying Maths in school and university, something worked to get me to understand mathematics and enjoy it too.

As we all know, if you enjoyed learning something, you enjoy teaching it too.  For example, I really enjoyed working with graphs of functions, and connecting their graphical curve to their algebraic equation.  It all made sense.  I’d imagine them ‘moving up or down’ or ‘contracting or expanding’ or intersecting with the x-axis and y-axis.

So, how would I like to teach this?  Well, I’d like to use the things I imagined.  So, we created this:


Teachers or students can – in real time – control the Maths. 

They can ‘move’ the parabola or line in any direction and ‘watch’ how the algebraic equations ‘change’.   I didn’t have to redraw different examples for when the link intersected twice, was a tangent or when there was no solution.

It is a real time version of imagination.  I could just ‘drag the parabola anywhere’ and we watched how the algebra was affected.  I felt like I got through 30 minutes of teaching in 30 seconds.

The opportunities are endless, even just to discuss how the turning point of a parabola and its equation are linked using this:


I know it’s only part of the puzzle (in a learning cycle) however these interactives work.  I’ve taught with them and I’ve seen students use them solo.  I suppose the best way to use them depends on the students.  Group work is also possible. 

I’d like to know whether your students would prefer to learn from these from you, working solo or working in a group?


Matthew Wolf
Head of Publishing, 3P Learning
BSc. Applied Mathematics (Hons)